In this study, the content analysis' categories and sub topics were drawn up for sixth and seventh grade computer textbooks in order to compare visual and verbal contents of these textbooks. Totally nine sixth and seventh grade computer textbooks which were chosen by Ministry of National Education were included in this study. These nine textbooks were coded by five different coders in two different times according to the categories and sub topics. The weighty points were decided by a ten people jury who were specialist of the subject matter. The percentages and frequency of the sub topics in textbooks were calculated. Therefore; the most existent subjects in the sixth grade computer textbooks were "Using Keyboard", "Drawing Picture Using Mouse" and "Playing Game on Computer"; the least were "Using The Graphics Were Drawn Before" and "Explaining The Illustrated Story"; similarly the most existent subjects seventh grade textbooks were "Drawing Picture Using Mouse", "Using Keyboard" and "Creating A Basic Database"; the least were "Using The Graphics Were Drawn Before" and "Explaining The Illustrated Story". Weighty points for each textbook were calculated using coding and the weighty points were drawn up by jury. Having higher points showed that both visual and verbal contents of textbooks were sufficient. Therefore; the sufficiency sequence of the analyzed sixth grade textbooks was Prizma-3, Bitav-3, Iznet-3, Firat-3, MEB-3; seventh grade textbooks was Prizma-4, Iznet-4, Bitav-4, Firat-4, MEB-4.